To provide specially designed instruction to address the needs of students who require a high level of structure and supports and who have significant cognitive delays. Description Students receive specially designed instruction in a highly structured classroom that utilizes the Essential Elements and the alternate curriculum to address behavior, social skills and communication. Through the use of research-based strategies, students with significant cognitive delays receive support in an environment that includes visual supports, routines, schedules and organization. Using the tenets of positive behavior supports and reinforcement, students are provided extrinsic and intrinsic motivation to succeed. The class also provides instructional strategies and accommodations/ modifications to meet academic rigor and provide support in reaching post-secondary goals. Curriculum Assessment Alternate Curriculum-Unique Learning System
Alternative state assessment STAAR-Alternate 2 Staffing 1 teacher/1 teaching assistant Elementary:3-5 students Secondary:3-8 students
Entrance Criteria Must be identified by the ARD/IEP committee as a student with significant cognitive delays, significant behavior and communication delays and in need of specially designed instruction. Exit Criteria Must be able to perform in a more inclusive setting for academic instruction aligned with the standard curriculum with supplementary aids and services, must be able to self-regulate behavior, and need minimal to moderate support for social and communication skills. FORMS RESOURCES
Purpose
To provide specially designed instruction to address the needs of students who require a high level of structure and supports and who have significant cognitive delays.Description
Students receive specially designed instruction in a highly structured classroom that utilizes the Essential Elements and the alternate curriculum to address behavior, social skills and communication. Through the use of research-based strategies, students with significant cognitive delays receive support in an environment that includes visual supports, routines, schedules and organization. Using the tenets of positive behavior supports and reinforcement, students are provided extrinsic and intrinsic motivation to succeed. The class also provides instructional strategies and accommodations/ modifications to meet academic rigor and provide support in reaching post-secondary goals.
Curriculum Assessment
Alternate Curriculum-Unique Learning System
Alternative state assessment STAAR-Alternate 2
Staffing
1 teacher/1 teaching assistant
Elementary:3-5 students
Secondary:3-8 students
Entrance Criteria
Must be identified by the ARD/IEP committee as a student with significant cognitive delays, significant behavior and communication delays and in need of specially designed instruction.
Exit Criteria
Must be able to perform in a more inclusive setting for academic instruction aligned with the standard curriculum with supplementary aids and services, must be able to self-regulate behavior, and need minimal to moderate support for social and communication skills.
FORMS
RESOURCES